Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives / Edition 1

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Overview

The role of language as a bridge between learning disability and psychiatric disorder is the unifying theme of this wide-ranging book. The editors of this text give particular emphasis to attention deficit hyperactivity disorder, dyslexia, and autistic disorder. Contributors seek explanations for the dual incidence of psychiatric and language disorder by considering research in developmental, cognitive and biological fields, and speculate on the contribution of new imaging modalities. Essays cover topical issues such as syndrome definition in dyslexia, acquired memory disorder in childhood, and biology-behavior correspondence, as well as a range of treatment options. Enlivened with case vignettes, and offering insights into the range of current thinking on language and behavior, this will prove to be a rich resource.
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Editorial Reviews

From The Critics
Reviewer: Lynn S. Bliss, PhD (Wayne State University)
Description: This book consists of 25 review chapters and research reports divided into six sections: developmental perspective; language impairment and psychiatric disorders; learning disabilities, concepts and heritability; biological considerations; intervention; and outcome studies. Hyperactivity disorder, dyslexia, and autism are highlighted. The communicative, emotional, social, biological, cognitive, and neurological aspects of these disorders are described.
Purpose: The purpose is to explore language dysfunction as it relates to learning disabilities and psychiatric disorders from a multidisciplinary perspective. The topics and issues are wide-reaching, current, and relevant to clinicians and researchers.
Audience: The book is intended for practitioners and researchers who are knowledgeable in the areas of language development and behavior, communication impairment, general behavior, and psychopathology. It could serve as a text for advanced undergraduate and graduate students. Respected authorities have contributed chapters.
Features: The book contains text without illustrations. The material is presentable in a readable format with relevant and current references. Its breadth and comprehensiveness are its outstanding features.
Assessment: This well-written text would be a useful resource for clinicians and researchers. Advanced students would also benefit from the material. The strength of this edited volume is in the depth and breadth of the topics and the thoroughness with which the material is presented. It would be an asset to any medical or university library or facility.
From The Critics
Reviewer: Lynn S. Bliss, PhD(Wayne State University)
Description: This book consists of 25 review chapters and research reports divided into six sections: developmental perspective; language impairment and psychiatric disorders; learning disabilities, concepts and heritability; biological considerations; intervention; and outcome studies. Hyperactivity disorder, dyslexia, and autism are highlighted. The communicative, emotional, social, biological, cognitive, and neurological aspects of these disorders are described.
Purpose: The purpose is to explore language dysfunction as it relates to learning disabilities and psychiatric disorders from a multidisciplinary perspective. The topics and issues are wide-reaching, current, and relevant to clinicians and researchers.
Audience: The book is intended for practitioners and researchers who are knowledgeable in the areas of language development and behavior, communication impairment, general behavior, and psychopathology. It could serve as a text for advanced undergraduate and graduate students. Respected authorities have contributed chapters.
Features: The book contains text without illustrations. The material is presentable in a readable format with relevant and current references. Its breadth and comprehensiveness are its outstanding features.
Assessment: This well-written text would be a useful resource for clinicians and researchers. Advanced students would also benefit from the material. The strength of this edited volume is in the depth and breadth of the topics and the thoroughness with which the material is presented. It would be an asset to any medical or university library or facility.
Read More Show Less

Product Details

  • ISBN-13: 9780521472296
  • Publisher: Cambridge University Press
  • Publication date: 1/28/1996
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 566
  • Product dimensions: 5.98 (w) x 8.98 (h) x 1.26 (d)

Table of Contents

Contributors; Preface; Part I. Developmental Perspective: Introduction Nancy J. Cohen; 1. Language and emotion: a developmental perspective Philip S. Dale; 2. Understanding language dysfunction from a developmental perspective: an overview of pragmatic theories Peter Chaban; 3. Atypical ontogeny: atypical development from a developmental perspective Bryna Siegel; 4. Language and psychopathology: an attachment perspective Patricia M. Crittenden; 5. Developmental changes in the mechanisms linking language disabilities and behaviour disorders Jim Stevenson; Part II. Language Impairment and Psychiatric Disorder: Introduction Rosemary Tannock; 6. Unsuspected language impairments in psychiatrically disturbed children: developmental issues and associated conditions Nancy J. Cohen; 7. Executive dysfunction as an underlying mechanism of behaviour and language problems in attention deficit hyperactivity disorder Rosemary Tannock and Russell Schachar; 8. Discourse deficits in childhood schizophrenia Rochelle Caplan; 9. Comorbidity of autistic disorder and specific developmental language disorder: existing evidence and some promising future directions M. Mary Konstantareas and J. H. Beitchman; Part III. Learning Disabilities: Concepts, Comorbidity and Heritability: Introduction J. H. Beitchman; 10. A conceptual model and definition of dyslexia: findings emerging from the Connecticut longitudinal study Sally E. Shaywitz, Jack M. Fletcher and Bennett A. Shaywitz; 11. Phonological recoding deficits and dyslexia: a developmental perspective Margaretha C. Vandervelden and Linda S. Siegel; 12. Cognitive functioning, learning disability and school failure in attention deficit hyperactivity disorder: a family study perspective Stephen V. Faraone, Joseph Biederman and Kathleen Kiely; 13. Twin studies of reading disability J. C. DeFries and Jacquelyn Gillis Light; Part IV. Biological Considerations: Introduction J. H. Beitchman; 14. Neuroimaging and functional brain analysis William J. Logan; 15. Neurochemical correlates of academic achievement deficits and aggressive behavior in children with ADHD Jeffrey M. Halperin, Jeffrey H. Newcorn and Vanshdeep Sharma; 16. Acquired disorders of memory in childhood Penelope Krener; 17. Interaction between language and cognition: evidence from Williams Syndrome Michael Rossen, Edward S. Klima, Ursula Bellugi, Amy Bihrle and Wendy Jones; Part V. Intervention: Introduction M. Mary Konstantareas; 18. Multimodal treatment of the hyperactive child with and without learning disabilities Lily Hechtman, Joan Kouri and Chava Respitz; 19. Social-interactional approaches to child language intervention Tanya M. Gallagher; 20. Language intervention programming for preschool children with social and pragmatic disorders Deborah A. Hayden and Margit Pukonen; 21. Communication training approaches in autistic disorder M. Mary Konstantareas; Part VI. Outcome Studies: Introduction M. Mary Konstantareas; 22. Linguistic impairment and psychiatric disorder: pathways to outcome Joseph H. Beitchman, E. B. Brownlie and Beth Wilson; 23. Academic performance in children with speech and language impairment: a review of follow-up research Debbie Carol Schachter; 24. Reading in childhood and mental health in early adulthood Sheila Williams and Rob McGee; 25. Communicative competence and psychosocial development in deaf children and adolescents Carol Musselman, Sherri MacKay, Sandra C. Trehub and Rita S. Eagle; Index.

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